Multi Types of Assessments

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Multi Types of Assessments by Mind Map: Multi Types of Assessments

1. Diagnositic

1.1. What is it? This type of assessment is given at the beginning of something new. A diagnostic test attempts to quantify what students already know about a topic. Purpose: To assess what a student knows upon entry and then provides a baseline to assess progress. (Teaching Channel, 2015)

1.1.1. Advantages: -Establishes a baseline for the class -Allows for better differentiation plans for the students -Provides a frame of reference for later assessments

1.1.2. Disadvantages: - Could misinterpret a student's ability level and knowledge

1.2. Assessment for Learning

1.2.1. Diagnostic testing also known as pre-assessing. The information is used by the teacher to adjust her teaching strategies to the student learning ability.

1.2.2. Ex: MS PE Basketball Have students share with the teacher what skills and knowledge they know of basketball from last year's PE class.

2. Summative

2.1. What is it? Summative assessments assess a student’s mastery of a topic after instruction at the end of year or unit. Purpose: Summarize student development at a particular time. Strictly focuses on the outcome.

2.1.1. Advantages: - Evaluate the effectiveness of learning and teaching - Provides students with instruction over a longer length of time

2.1.2. Disadvantages: -Not the most accurate reflection of student learning - Can be stressful and high stakes testing for students

2.2. Assessments of Learning

2.2.1. This type of assessment is done at the end of the unit, usually done for grade or judgement to make on student achievement.

2.3. Ex: Mid-term Test on The Muscular System

2.3.1. Mid-term test given to meet standard or benchmark of the unit. A test is given to check the knowledge of the students understand of the muscular system of the body.

3. Authentic

3.1. What is it? The measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging student voice (Mueller, 2016) Purpose: To focus on contextualized tasks, enabling students to demonstrate their competency in a more 'authentic' setting.

3.1.1. Advantages: - Performance of the student skills, or demonstrating use of a particular knowledge - Can be more individualized then traditional assessments (Mueller, 2016)

3.1.2. Disadvantages: -Can take more time - Subjective and can be more difficult to evaluate

3.1.3. Assessment of Learning Students assess what they have learned from a learning period by applying their skills and competencies. This is a type of summative assessment.

3.2. Ex: MS Soccer

3.2.1. Students will take what they have learned about the game of soccer, including proper positioning, spacial awareness, game technique and apply this to a real life situation. They will write about a short experience outside the classroom where they applied their classroom knowledge.

4. Formative

4.1. What is it? Formative assessments seek to determine how students are progressing through a certain learning goal. These assessments are ongoing. Purpose: Check for student understanding along the way.

4.1.1. Advantages: -Not a formal testing tool -Checks student understanding all throughout a lesson and unit -Serve as a practice for getting assistance (Sasser, Nesa 2017)

4.1.2. Disadvantages: -Students might seek help and not take the assessment seriously -Teachers might find this time consuming and serve no purpose -Time might become an issue when aiming to get through a lesson or unit (Sasser, Nesa 2017)

4.2. Assessment for Learning

4.2.1. Formative assessments are assessments for learning. This type of assessing is used to determine what is working for students and what to do next if needed change.

4.3. Ex: MS PE Fitness

4.3.1. Show and Tell: Get students to apply their fitness knowledge of exercises by showing you exercises and telling you about the muscles they are using. An easy quick way to check student understand on a specific topic.

5. Performance-Based

5.1. What is it? A performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study (Chun, 2010). Purpose: To measure one or more of the course standards.

5.1.1. Advantages: - Teaching students to the skills, benchmarks, and standard of the unit - Student- centered learning using a range of teaching techniques to use high level of thinking skills

5.1.2. Disadvantages: - Takes more time to meet the needs of the standard or benchmark

5.2. Assessment of Learning

5.2.1. Performance based assessments look at what students have learned and how well they learned the knowledge.

5.3. Ex: Final Blog from an entire unit

5.3.1. Students will have done an initial tracking of there scores when performing a circuit at the beginning, middle and end of the unit. They will blog about the results, if they performed better or worse, and use terminology from the unit to write their blog.

6. High Stakes

6.1. What is it? High stake assessments are used to make important decisions about students, educators, schools, or districts, most commonly for the purpose of accountability (Education Reform, 2014). Purpose: To make an important decision about a student's performance.

6.1.1. Advantages: -Hold teachers and schools accountable -Structured tests -Establishes high expectations for students and schools (Munoz, 2014)

6.1.2. Disadvantages: - Could potentially deny your student a high school diploma -Socioeconomic backgrounds can be an issue for students - Takes time for teacher to prepare and teach these types of tests -Causes high anxiety within students (Munoz, 2014)

6.2. Assessment of Learning

6.2.1. This assessment is used as a common core standard to test what has been learned at the end of something taught.

6.3. Ex: Test to get into College or move onto the next step

6.3.1. SAT/ ACT/ Praxis Test

7. Portfolio

7.1. What is it? An evaluation tool used to document student learning through a series of student-developed artifacts. Purpose: To collect student work related to activities, accomplishments, and achievements in one or more school subjects (Venn, 2000).

7.1.1. Advantages: -Promoting student self-evaluation, reflection, and critical thinking - Enabling teachers and students to share the responsibility for setting learning goals and for evaluating progress toward meeting those goals -Giving students the opportunity to have extensive input into the learning process (Venn, 2000)

7.1.2. Disadvantages: -Requiring extra time to plan an assessment system and conduct the assessment -Gathering all of the necessary data and work samples can make portfolios bulky and difficult to manage -Scoring portfolios involves the extensive use of subjective evaluation procedures such as rating scales and professional judgment, and this limits reliability (Venn, 2000)

7.2. Assessment of Learning & for Learning

7.2.1. Portfolios can be sometimes used at the end of a school year or unit and they can also be used throughout the process of your work. Often even as a teacher I have been collecting work from my experiences to share with job and students as examples. It is often an ongoing process throughout life.

7.3. Ex: MS PE Gr.8

7.3.1. Students will design a portfolio for the entire year from their grade 8 class. They will have the opportunity to choose significant work that was done successful or had an impact on them personally and put it together into a portfolio of their personal achievements.

8. References Brown, S. (1998) Peer Assessment in Practice SEDA Paper 102, SEDA, Birmingham. Retrieved from Sasser, Nesa (2017) Our Everyday Life. What are the Advantages and Disadvantages of Formative Assessment? Retrieved from Mueller, John (2016) Authentic Assessment Toolbox. What is Authentic Assessment. Retrieved from Munoz, Roberta (2014) School and Academics. High Stakes Testing Pros and Cons. Retrieved from Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill. Retrieved from

9. Self-Assessment

9.1. What is it? An assessment or evaluation of oneself or one's actions and attitudes, in particular, of one's performance at a job or learning task considered in relation to an objective standard. Purpose: The purpose is for a student to monitor and evaluate their own work.

9.1.1. Advantages: -Plan more effectively to improve performance -Teachers can see the responsibility for learning shifting from them to their students -Teachers are able to use feedback from their students about how they learn to shape lessons to individual and group needs rather than teaching to the mythical class as whole (Brown, 1998)

9.1.2. Disadvantages: -Students might have difficultly focusing and not give accurate self-evaluation - Results could be not accurate

9.2. Assessment for Learning

9.2.1. This summative assessment is done to see the growth and progression of the student learning, although it might be done in the end or beginning, we as teachers aim to see how students understand what is being taught.

9.3. Ex: MS Track & Field

9.3.1. Students self-assess them self in the beginning of the unit by working with a classmate to record their self running. They go back at the end of the unit and do the same critiquing what they look like from what they have been taught throughout the unit.

10. Peer Assessment

10.1. What is it? It is the process whereby students or their peers grade assignments or tests based on a teacher's benchmarks. The practice is employed to save teachers time and improve students' understanding of course materials as well as improve their metacognitive skills. Purpose: To ensure that students understand the success criteria (Brown, 1998)

10.1.1. Advantages: -Prompts students to reflect and assess their own abilities, as well of those of their teammates, helping them learn from each other -Can provide for more timely feedback -Helps with self-awareness

10.1.2. Disadvantages: - Results can be inaccurate

10.2. Assessment for Learning

10.2.1. This is another form of summative assessment and is important for students to understand their own knowledge before teaching to others. Students can learn from peer-assess on individual classroom experiences and tasks.

10.3. Ex: MS Fitness

10.3.1. Students will peer-review their unit of fitness by sharing their individual circuits with each other. They will teach one-another and peer assess proper skills, forms, and techniques they have learned.